Anne Stewart Camille Catlett Janet Stewart
James Madison University University of North Carolina Family Development Consultant stewaral@jmu.edu camille.catlett@unc.edu janetatwork@comcast.net
Southern Early Childhood Association
Williamsburg, Virginia
January 18, 2014

Play . . .
Learning Objectives
Participants will be able to:
1. State how play supports each developmental domain.
2. Describe how play builds relationships.
3. Note the ways in which play enhances the learning of young children who are culturally, linguistically, and ability diverse.
4. Share evidence for how play can be used to support young children in processing difficult concepts and situations.

Play is . . . the heart of development
Play is . . . a support for each and every young learner
Play is . . . how we build relationships
Play is . . . a pathway to healing
Play is . . .
Play is . . . essential

What major life lessons did you learn about from math class?
From play?

Play can support many domains of development
• Beginning to know about ourselves and others
• Beginning to communicate
• Beginning to build concepts
• Beginning to move and do
• Approaches toward learning

Play can support many domains of development
Social Development
• Increases social interaction and peer affiliation
• Promotes positive selfesteem
• Learn cooperation and negotiation

Play can support many domains of development
Cognitive Development
• Learn from trial and error, helps problem-solving and decision-making
• Learn adult roles and occupations
• Use imagination and creativity by pretending to be something or someone else

Play can support many domains of development
Physical Development
• Helps develop gross motor skills (large muscles)
• Increases fine motor skills (small muscles)
• Releases tension, anxiety and stress
• Learn how the body works

How many domains of development can you support each time you play this game?

Inclusive opportunities for play benefit children with AND without disabilities, particularly in social competence with peers.
Research synthesis points on early childhood inclusion http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009_0.pdf

Play is . . .
Studies show that young children are most likely to learn:
• When they are interested and actively engaged;
• When they are connected to the significant adults in their lives; and
• When the adult follows the child’s lead, extending and elaborating what the child is working on.
http://www.bornlearning.org/files/whatisearlylearning_.pdf

Play is . . .
The likelihood of being school ready is 9 percentage points higher for children attending preschool and is 10 percentage points lower for children whose mothers score low in supportiveness during parent-child interactions – ECE can help change academic and social trajectories for children through play!
Starting School at a Disadvantage: The School Readiness of Poor Children http://www.brookings.edu/research/papers/2012/03/19-school-disadvantage-isaacs

play is . . .

Assessing and Scaffolding Make-Believe Play http://www.naeyc.org/files/yc/file/201201/Leong_Make_Believe_Play_Jan2012.pdf
Why play-based learning?
http://www.earlychildhoodaustralia.org.au/nqsplp/wpcontent/uploads/2012/05/Why_play_bas ed_learning.pdf
The handout is available to download at http://www.fpg.unc.edu/news/presentations.cfm